Teaching and Assessment
- Ability to facilitate students' individual and collaborative use of technology, including classroom resources as well as distance and online learning opportunities when available and appropriate.
- Ability to design, implement, and assess learner-centered lessons and units that incorporate technology and use appropriate and effective practices in teaching and learning with technology.
- Ability to use technology tools for instruction, student assessment, management, reporting purposes and communication with parents/guardians of students including, but not limited to, spreadsheets, web page development, digital video, the Internet, and email.
- Ability to facilitate students' individual and collaborative use of technologies (including but not limited to spreadsheets, web page development, digital video, the Internet, and email) to locate, collect, create, produce, communicate, and present information.
- Ability to design, manage, and facilitate learning experiences incorporating technologies that are responsive to the diverse needs of learners, learning styles and the special needs of all students (e.g., assistive technologies for students with special needs).
- Ability to evaluate students' technology proficiency and students' technology-based products within curricular areas.
- Ability to design, develop, use, manage, and assess authentic digital-age learning experiences that are aligned with subject-area content and the Alabama Course of Study: Technology Education to maximize content learning and address diverse learning styles, incorporating the use of formative and summative measurement tools to better inform learning
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Electric Circuits Web Quest
![Picture](/uploads/8/0/4/3/80438290/2740639_orig.png)
5E Lesson Plan Ideas
Subject area/course/grade level (2 points):
Science 4th Grade Electric Circuits Web Quest
Standards (State and ISTE Standards for Students) (2 points):
Alabama Course of Study Standard (2016-2017)
2c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.
ALCOS Technology 3-5.12) Create a product using digital tools.
International Society for Technology in Education (ISTE)
Standard 1c. Creativity and innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. A) Apply existing knowledge to generate new ideas, products, or processes. Students use models and simulations to explore complex systems and issues.
Standard 2a. Students use digital media and environments to interact, collaborate, and publish with peers a variety of digital environments and media to contribute their learning and others.
Standard 5a-d. Students understand human, cultural, and societal issues related to technology through participation in digital citizenship before using technology in classroom, where they were able to study all of these bulleted items.
Objectives (2 points):
AL 2c. Students will be able to identify the parts of a circuit and how electricity flows through a loop to form an electrical current using various technology tools, technological assessments and discovery hands-on learning in classroom.
Differentiation Strategies (2 points):
How will the lesson address the various learning styles of the students and the needs of those with special needs?
This unit study allows for differentiated instruction and learning through individualized learning with chrome book lessons and hands-on learning. It allows every student to be working on the same concept at their own pace while having a feeling of being included and accepted in the class room. Students usually do very well with this lesson and at times are able to show other students concepts in a new way. Often times, students who struggle with paper and pencils lessons are very good with their hands. Making a model and being able to test it out in heterogeneouly groups allows them a chance to show others what they are good at and meet individual needs. Using chrome books for individual learning allows the teacher to differential learning for all learners by teaching to all learning styles.
Subject area/course/grade level (2 points):
Science 4th Grade Electric Circuits Web Quest
Standards (State and ISTE Standards for Students) (2 points):
Alabama Course of Study Standard (2016-2017)
2c. Demonstrate that electric circuits require a complete loop through which an electric current can pass.
ALCOS Technology 3-5.12) Create a product using digital tools.
International Society for Technology in Education (ISTE)
Standard 1c. Creativity and innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. A) Apply existing knowledge to generate new ideas, products, or processes. Students use models and simulations to explore complex systems and issues.
Standard 2a. Students use digital media and environments to interact, collaborate, and publish with peers a variety of digital environments and media to contribute their learning and others.
Standard 5a-d. Students understand human, cultural, and societal issues related to technology through participation in digital citizenship before using technology in classroom, where they were able to study all of these bulleted items.
Objectives (2 points):
AL 2c. Students will be able to identify the parts of a circuit and how electricity flows through a loop to form an electrical current using various technology tools, technological assessments and discovery hands-on learning in classroom.
Differentiation Strategies (2 points):
How will the lesson address the various learning styles of the students and the needs of those with special needs?
This unit study allows for differentiated instruction and learning through individualized learning with chrome book lessons and hands-on learning. It allows every student to be working on the same concept at their own pace while having a feeling of being included and accepted in the class room. Students usually do very well with this lesson and at times are able to show other students concepts in a new way. Often times, students who struggle with paper and pencils lessons are very good with their hands. Making a model and being able to test it out in heterogeneouly groups allows them a chance to show others what they are good at and meet individual needs. Using chrome books for individual learning allows the teacher to differential learning for all learners by teaching to all learning styles.
![Picture](/uploads/8/0/4/3/80438290/9535693.png?567)
ENGAGEMENT (18 points):
Day 1 and 2:
*The teacher will hold a 3-4 minute discussion about previous taught lessons allowing students to discuss prior knowledge.
*This section will activate students’ prior knowledge of conductors, insulators, electricity, where it comes from, and how electricity is used.
*Student Activity 1: Students will record their thoughts in their electronic “Notebook”- (link to video is provided below)
http://www.science4us.com/_inc/flowplayer.html?video_link=http://www.science4us.com/_video/notebookTeacher.mp4
or a regular spiral notebook when there is a lack of internet due to outage.
*Here is a screen shot of an example of a student’s electronic journal work for this lesson. This student choose to use a Venn diagram to help explain their answer.
*Student Activity 2: The teacher will allow students time to review using Physics4kids.com web site where they can watch videos and play on-line games all about electricity, conductors, magnets, and other areas of physics at: http://www.physics4kids.com/files/elec_intro.html
*The teacher will also have students to watch the on-line videos and play interactive games about conductors and electricity from Study Jams web site (links provided below). Students are able to click on vocabulary words to learn definitions.
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/electricity.htm
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/current-electricity-elec-circuits.htm
*The teacher will also have students to watch the on-line videos and play interactive games about conductors and electricity from Study Jams web site (links provided below). Students are able to click on vocabulary words to learn definitions.
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/electricity.htm
http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/current-electricity-elec-circuits.htm
*Teacher lead Activity: The teacher will lead the class in a whole Group Review about conductors, insulators, and electricity slideshows and the videos from http://studyjams.scholastic.com/studyjams/ web site. The teacher will also have the students to answer the quiz questions after watching each video to help guide the lesson.
*The review quiz will serve as a practice assessment for a later graded assessment. This helps the students on their exploration of the web quest to find out about electricity. Below are screen shots of a student’s test.
*The review quiz will serve as a practice assessment for a later graded assessment. This helps the students on their exploration of the web quest to find out about electricity. Below are screen shots of a student’s test.
*Below are screen captures of material to be discussed. A better view is provided on the actual link where the teacher will show the students during discussion. http://www.physics4kids.com/files/elec_conduct.html
* Student Activity 3: allow students time to play an interactive game about electricity and conductors at the link provided below: http://www.bbc.co.uk/schools/scienceclips/ages/8_9/circuits_conductors_fs.shtml
* Student Activity 4: Students will watch an animated video about electricity to get them excited about the new topic. https://www.brainpop.com/science/energy/electriccircuits/
*Teacher lead Activity: The teacher will lead a discussion about what makes electricity flow, what makes a complete, correct circuit, and other information gathered from the video.
*Student Activity 5: Have students to show what they know about conductors and insulators using a quick quiz. The teacher can have students to take one of 3 test. Two are on-line that will immediately let the students know what they understood. The third is a paper test. I prefer to let them take the test on-line with the review mode at this stage in the lesson. This serves as a guided assessment on their journey to finding out about electricity without the fear of failure.
*Student Activity 5: Have students to show what they know about conductors and insulators using a quick quiz. The teacher can have students to take one of 3 test. Two are on-line that will immediately let the students know what they understood. The third is a paper test. I prefer to let them take the test on-line with the review mode at this stage in the lesson. This serves as a guided assessment on their journey to finding out about electricity without the fear of failure.
https://www.brainpop.com/science/energy/electriccircuits/quiz/
*To end days 1 and 2 lessons, there will be a short teacher-lead discussion about electricity allowing students to collaborate and share their journal entries where students can add to their original entry.
*To end days 1 and 2 lessons, there will be a short teacher-lead discussion about electricity allowing students to collaborate and share their journal entries where students can add to their original entry.
EXPLORATION (18 points):
Day 3 through 5
*The exploration session will promote interest and curiosity about electrical energy and circuits. Students will participate by identifying objects that use electricity, building circuits, and learning about electricity with on-line games and videos.
*Students will extend their learning from previous lessons by participating in an on-line electric circuit and energy web quest to explore electricity with fun hands-on experiences incorporating technology and working with technology to create models and experimenting with electricity in a safe ways. The links provide multiple activities for students to explore.
*Main Student Activities: (includes multiple games, videos, and quizzes) The first activity students will participate in is an on-line web quest using chrome books. Each student will log in to their own chrome book using their individual school email and personal password. Then students will use the links provided below to participate by exploring with educational games and videos provided by the web quest. As students explore, they will fill out answers to the activity pages to go in their Science portfolios.
Day 3 through 5
*The exploration session will promote interest and curiosity about electrical energy and circuits. Students will participate by identifying objects that use electricity, building circuits, and learning about electricity with on-line games and videos.
*Students will extend their learning from previous lessons by participating in an on-line electric circuit and energy web quest to explore electricity with fun hands-on experiences incorporating technology and working with technology to create models and experimenting with electricity in a safe ways. The links provide multiple activities for students to explore.
*Main Student Activities: (includes multiple games, videos, and quizzes) The first activity students will participate in is an on-line web quest using chrome books. Each student will log in to their own chrome book using their individual school email and personal password. Then students will use the links provided below to participate by exploring with educational games and videos provided by the web quest. As students explore, they will fill out answers to the activity pages to go in their Science portfolios.
Web Quest Links:
Students will visit each of these web site, play educational games, watch videos, and then take the test that goes with each game for assessment (print scores out for portfolios).
*Mrs. Blumer’s Web page for Electricity web quest http://www.greenvilleelementary.com/magnetism-and-electricity.html
* Electricity Interactive Games and Activities - Woodlands Science Zone http://resources.woodlands-junior.kent.sch.uk/revision/science/electricity.htm
Students will visit each of these web site, play educational games, watch videos, and then take the test that goes with each game for assessment (print scores out for portfolios).
*Mrs. Blumer’s Web page for Electricity web quest http://www.greenvilleelementary.com/magnetism-and-electricity.html
* Electricity Interactive Games and Activities - Woodlands Science Zone http://resources.woodlands-junior.kent.sch.uk/revision/science/electricity.htm
*The Blobz Guide to Electric Circuits- Explore circuits, conductors, and insulators with the Blobz!: http://www.andythelwell.com/blobz/guide.html
Students will participate in multiple quizzes throughout the web quest such as the ones below:
*BBC Schools Science Circuits and Conductors: http://www.bbc.co.uk/schools/scienceclips/ages/8_9/circuits_conductors_fs.shtml
*Light Bulb Circuit Game- Create a circuit and light the bulb! http://www.playkidsgames.com/games/circuitGame/circuitGame.htm
*Interactive Science Electricity: http://www.hyperstaffs.info/science/work/physics/bailey/electro.html
*Light Bulb Circuit Game- Create a circuit and light the bulb! http://www.playkidsgames.com/games/circuitGame/circuitGame.htm
*Interactive Science Electricity: http://www.hyperstaffs.info/science/work/physics/bailey/electro.html
*Student Group Activity: Students will break up into 5 heterogeneous groups and will share learning with other students in their groups. This provides individual learning and cooperative learning- allowing for differentiation for learners with special needs, giftedness, or other individualized plans. The students will take the printed quiz to turn in. Students must discuss questions before answering and turning quiz into the teacher.
After students have finished their web quest and group assignment, there will be a teacher directed discussion. Students will provide checklist of web sites and games along with scores from quizzes from web sites. The teacher will have students to print their score from quizzes to put into student Science portfolios. Examples of some of the quizzes are pictured below and can be found on the links above.
*Assessment: The teacher will be able to assess students’ learning from the 5 on-line quizzes and the group paper test.
Here is an example of a student’s on-line quiz answer sheet and score and the paper test:
After students have finished their web quest and group assignment, there will be a teacher directed discussion. Students will provide checklist of web sites and games along with scores from quizzes from web sites. The teacher will have students to print their score from quizzes to put into student Science portfolios. Examples of some of the quizzes are pictured below and can be found on the links above.
*Assessment: The teacher will be able to assess students’ learning from the 5 on-line quizzes and the group paper test.
Here is an example of a student’s on-line quiz answer sheet and score and the paper test:
EXPLANATION (18 points):
Day 6
*Teacher lead activity: The teacher will explain and clear up any misconceptions from activities with a teacher-lead discussion using a GoAnimate video about electrical energy that discusses vocabulary from the mini unit, and encourage students to express their understanding as they participate in the discussion and answer questions about circuits.
*Student Activity: Students will watch, “Make me a Genius on Electricyt,” https://youtu.be/YPBrQfCGvxk video about electricty to help clear up any misconceptions.
Teacher Lead Activity:
During the video, the teacher will pause the video when needed to allow students time to discuss questions with peers and teacher. Below are a few screen shots of the video. The link below will allow you to view the GoAnimate video.
https://1856131.kaf.kaltura.com/media/Screen+Capture+-+2016+Apr+13+11A40A01/1_gowiu9ju
Day 6
*Teacher lead activity: The teacher will explain and clear up any misconceptions from activities with a teacher-lead discussion using a GoAnimate video about electrical energy that discusses vocabulary from the mini unit, and encourage students to express their understanding as they participate in the discussion and answer questions about circuits.
*Student Activity: Students will watch, “Make me a Genius on Electricyt,” https://youtu.be/YPBrQfCGvxk video about electricty to help clear up any misconceptions.
Teacher Lead Activity:
During the video, the teacher will pause the video when needed to allow students time to discuss questions with peers and teacher. Below are a few screen shots of the video. The link below will allow you to view the GoAnimate video.
https://1856131.kaf.kaltura.com/media/Screen+Capture+-+2016+Apr+13+11A40A01/1_gowiu9ju
*Here are some of the questions students are to discuss during the lesson above.
*Teacher and student Activity: The teacher will lead a review about vocabulary using the http://studyjams.scholastic.com/studyjams/jams/science/energy-light-sound/current-electricity-elec-circuits.htm web sites where students and the teacher may click on vocabulary to see and discuss. Here are a few examples.
Day7 and 8: Students will read their Studies Weekly Newspaper, “All About Energy,” as they listen to it and watch it on-line. Then discuss and answer questions.
https://www.studiesweekly.com/online/content/113278
https://www.studiesweekly.com/online/content/113278
ELABORATION (18 points):
The elaboration session of this unit will allow students to practice building and testing circuits on-line and in the classroom.
*Student Group Activity: Students will build a series circuit and a parallel circuit model in class using materials provided by the teacher and complete activity sheets.
The elaboration session of this unit will allow students to practice building and testing circuits on-line and in the classroom.
*Student Group Activity: Students will build a series circuit and a parallel circuit model in class using materials provided by the teacher and complete activity sheets.
*Student individual Activity: Students will build circuits online. The difficulty increases as they move through the game.*Light Bulb Circuit Game- Create a circuit and light the bulb! http://www.playkidsgames.com/games/circuitGame/circuitGame.htm
*Student individual Activity: Students will show understanding of the different parts of a circuit by labeling the electronic diagram and then print complete diagram off to turn into teacher for a grade. Here is an example of a student’s work
*Here is an example of a group project. And a review of work. The teacher may add feedback to groups
EVALUATION (18 points):
Assessment is part of each stage of the 5E lesson plan process. You will need to assess each student on their participation and understanding and evaluate how close they have come to meeting the objectives of the lesson. Explore the following resources to create assessments to evaluate students’ learning outcomes for each of the lessons being taught.
*Final Day- Student Assessmentfrom lesson: Students were assessed throughout this unit with electronic journal entries, 2 quizzes from Study Jams, 5 main on-line quizzes from Electric Circuits, 1 Kahoot quiz, 1 paper test from Science Studies Weekly and Brain Pop, teacher-made rubrics from rubistar4teachers, cycle diagram assignment, Label It- circuit diagram, and through interaction with peers and interactive lessons. Here are work samples of students assessments from throughout the lesson. They were also assessed by their GoAnimate videos as well.This one is from Brain pop.
Assessment is part of each stage of the 5E lesson plan process. You will need to assess each student on their participation and understanding and evaluate how close they have come to meeting the objectives of the lesson. Explore the following resources to create assessments to evaluate students’ learning outcomes for each of the lessons being taught.
- Plickers-https://www.graphite.org/app/plickers
- Kahoot-https://getkahoot.com/
- Scocrative-http://www.socrative.com/
- Poll Everywhere-http://www.polleverywhere.com/
- iRubric - http://www.rcampus.com/indexrubric.cfm
- Rubistar - http://rubistar.4teachers.org/index.php
- Annenberg Learner Build a Rubric - http://www.learner.org/workshops/hswriting/interactives/rubric/
*Final Day- Student Assessmentfrom lesson: Students were assessed throughout this unit with electronic journal entries, 2 quizzes from Study Jams, 5 main on-line quizzes from Electric Circuits, 1 Kahoot quiz, 1 paper test from Science Studies Weekly and Brain Pop, teacher-made rubrics from rubistar4teachers, cycle diagram assignment, Label It- circuit diagram, and through interaction with peers and interactive lessons. Here are work samples of students assessments from throughout the lesson. They were also assessed by their GoAnimate videos as well.This one is from Brain pop.
*Student Activity Formal Assessment: Student participated in a Kahoot quiz and scores were printed and given to the teacher. The teacher also watched students’ faces for assessing students’ knowledge and used the Kahoot assessment too.
**Here is an example of one groups GoAnimate video.
https://bb.uwa.edu/webapps/osv-kaltura-BBLEARN/jsp/myMediaLTI.jsp
https://bb.uwa.edu/webapps/osv-kaltura-BBLEARN/jsp/myMediaLTI.jsp
Assessment Rubric 1 Individual: The link to the individual rubric: http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2621418&
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Assessment Rubric 2 Group: Rubric for group work and web quest is list below.
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2620706&
http://rubistar.4teachers.org/index.php?screen=ShowRubric&rubric_id=2620706&
Your browser does not support viewing this document. Click here to download the document.
Students Assessment: Students were given a paper test from Brain Pop for an assessment. The link and test are below.
https://www.brainpop.com/science/energy/electriccircuits/quiz/print.pdf
https://www.brainpop.com/science/energy/electriccircuits/quiz/print.pdf
**Oral Assessment: Students who need to may answers questions orally to teacher. (Differeiated learners)
![Picture](/uploads/8/0/4/3/80438290/3817973.jpg?1464899391)
Reflection: This lesson was a success! My students learned so much about electrical circuits and technology. I really did not have any problems due to my students being totally engaged in the learning that was taking place. The only thing I might would change is have students to record their scores from quizzes on a score keeper so that I did not use so much ink or paper. Instead of having them print out their scores to place in their portfolios, they can do the same with a score keeper that has each test listed and a place to put their score. I would also have them to write their nickname for Kahoot down so that I could better track their scores and responses on the Kahoot test they took.
Objectives: All lesson objects were met by students. Most all students were able to finish each section of the mini unit with help from teacher and with a checklist provided each day with daily objectives and assignments written on the board.
Survey: Students took a Kahoot survey to describe their experience with this lesson and the Kahoot test. A picture is shown below. The students also took a survey on how they felt the lesson went. Over all results were positive and students felt they had learned much about electrical circuits and technology. It was rated a 4.3 out of 5 on the Kahoot test and a 5 out of 5 on the lesson.
Students used the lesson evaluation and survey below to help the teacher evaluate the lesson along with Kahoot.
Objectives: All lesson objects were met by students. Most all students were able to finish each section of the mini unit with help from teacher and with a checklist provided each day with daily objectives and assignments written on the board.
Survey: Students took a Kahoot survey to describe their experience with this lesson and the Kahoot test. A picture is shown below. The students also took a survey on how they felt the lesson went. Over all results were positive and students felt they had learned much about electrical circuits and technology. It was rated a 4.3 out of 5 on the Kahoot test and a 5 out of 5 on the lesson.
Students used the lesson evaluation and survey below to help the teacher evaluate the lesson along with Kahoot.
References and Sources:
4th Grade Science - Electrical Circuits. (n.d.). Retrieved April 11, 2016, from
http://schools.bcsd.com/fremont/4th_sci_electricity_circuits.htm
BrainPOP - Electricity - Movie. (n.d.). Retrieved April 10, 2016, from
https://www.brainpop.com/science/energy/electricity/
Conductors and Conductivity. (n.d.). Retrieved April 10, 2016, from
http://www.physics4kids.com/files/elec_conduct.html
Electricity Interactive Games and Activities - Woodlands Science Zone. (n.d.). Retrieved April 08, 2016, from
http://resources.woodlands-junior.kent.sch.uk/revision/science/electricity.htm
Hypermedia3. (n.d.). Retrieved April 10, 2016, from
http://www.hyperstaffs.info/science/work/physics/bailey/electro.html
M. (2015). Static and Current Electricity Introduction for Kids. Retrieved April 19, 2016, from
https://www.youtube.com/watch?v=YPBrQfCGvxk
Magnetism and Electricity. (n.d.). Retrieved April 10, 2016, from
http://www.greenvilleelementary.com/magnetism-and-electricity.html
Practice typing online. Type as fast as you can! Play Kids Games. (n.d.). Retrieved April 10, 2016, from
http://www.playkidsgames.com/games/circuitGame/circuitGame.htm
Science4Us Video. (n.d.). Retrieved April 11, 2016, from
http://www.science4us.com/_inc/flowplayer.html?video_link=http://www.science4us.com/_video/notebookTeacher.mp4
TVA Kids: Home Page. (n.d.). Retrieved April 08, 2016, from https://www.tvakids.com/
The Blobz Guide to Electric Circuits. (n.d.). Retrieved April 08, 2016, from
http://www.andythelwell.com/blobz/guide.html
Wix.com Electricity and Magnetism created by jblumer based on architecture-com | Wix.com. (n.d.). Retrieved
April 08, 2016, from http://jblumer.wix.com/electricity-and-magnetism#!history-of-both
E-SMARTkids. (n.d.). Retrieved April 10, 2016, from
http://www.e-smartonline.net/AmerenIllinois/teachers.php
References:
Bybee, R.W. et al. (1989). Science and technology education for the elementary years: Frameworks for curriculum and instruction. Washington, D.C.: The National Center for Improving Instruction.
Bybee, R. W. (1997). Achieving Scientific Literacy: From Purposes to Practices. Oxford: Heinemann.
National Research Council. (1999). Inquiry and the national science education standards: A guide for teaching and learning. Washington, D.C.: National Academy Press.
Polman, J.L. (2000). Designing project-based silence: Connecting learners through guided inquiry. New York: Teachers College Press.